CHDV 343

Engaged Learning: Cooperation and

Community

Beyond Vygotsky, Piaget and IPModel

The concept of “culture” and cognitive functioning.

The social systems that influence development and cognitive E WORK OF URIE BROFENBRENNER ; 1989-2000)

The Bio-Ecological Model of Human Development

• BIO= Human beings bring their biological selves to the developmental process.

• ECOLOGICAL = the recognition that the social contexts in which we develop are ECOSYSTEMS.

The Theory

“Ecological systems theory views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment.”

“Bio-ecological” model (Bronfenbrenner & Evans, 2000).

ALL RELATIONSHIPS ARE RECIPROCAL (they flow in both directions)

MICROSYSTEM

The innermost level, the microsystem consists of activities and interaction patterns in the child’s immediate surroundings

(a) specific physical and material elements, (b) face-to face interactions with other people (parents, teachers, friends) who have particular personalities, temperaments, and belief systems.

MESOSYSTEM

The second level of the model, the mesosystem spans the connections between microsystems.

Home in relation to school, neighborhood in relation to social life.

Does the peer group contradict or support the parent’s belief system?

EXOSYSTEM The exosystem is made up of social settings that do not include children directly but affect their experiences in immediate settings.

Religious institutions, parents’ social networks, health and welfare services in the community, parents’ workplace.

MACROSYSTEM

The macrosystem is made up of historical events, cultural values, laws, customs and resources.

A general cultural “blueprint” that structures the activities and values occurring in lower levels.

Consider the effects of the feminist movement. The establishment of educational policies, children’s welfare policies.

Chronosystem

The chronosystem captures the temporal dimension of the model.

The birth of siblings, moving to a new neighborhood

IMPLICATIONS FOR COGNITIVE DEVELOPMENT AND TEACHERS

(1)The relationships between systems are RECIPROCAL

(2)There are DYNAMIC FORCES that affect individual development

(3) The Micorsystem and Mesosystem in relation to socio-cognitive development.

IMPORTANT MICROSYSTEMS

FAMILY (Nuclear family, blended

family, divorce, parenting styles)

BAUMRIND (1991) Authoritarian = parental

power and a detached attitude. Permissive = limited control

and love and affection. Authoritative=high levels of

both warmth and achievement demands.

Rejecting-neglecting=a disengaged style.

SCHOOL (school culture, teaching styles)

PEER GROUPS (peer-culture, peer aggression, bullying)

Instrumental Aggression = no clear intention to cause harm.

Hostile Aggression: bold, direct actions intending to harm (a) Overt, (b) relational

WHY ARE THESE IMPORTANT TO COGNITIVE DEVELOPMENT AND LEARNING?

ENGAGING SCHOOLS

“Although learning involves cognitive processes that take place within each individual, motivation to learn also depends on the students’ involvement in a web of social relationships that supports learning.”

 “Thus, a focus on engagement calls

attention to the connection between a learner and the social context in which learning takes place.”

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) Learning and succeeding in schools requires active engagement of students’ involvement

TWO CRITICAL CONCEPTS FOR ENGAGED LEARNING

CollaborationA philosophy about

how to deal with people that respects differences, shares authority and builds on the knowledge of others.

See Ch. 9, p. 323

CooperationA philosophy of how to

work with others to attain a shared goal.

‘The majority of studies

indicate that cooperative groups have positive effects on students' empathy, tolerance of differences, feelings of acceptance, self-confidence and even school attendance.’

Basic Characteristics of Cooperative Learning

Group Work

Integral parts of group work: (i) Argumentation,

(ii) Elaboration/interpretation/explanation, (iii) Appreciation of multiple perspectives.

(i) SOCIAL SKILLS, (ii) TEAM BUILDING GOALS, (iii) INDIVIDUAL ACCOUNTABILITY

Preparing Students for Cooperative Learning

Five elements define true cooperative learning groups:

1. Face-to face interaction2. Positive interdependence 3. Individual Accountability 4. Cooperative skills 5. Group Processing Australian research in grades 8 -12 indicates

that in science, math and English students learned more in such groups.

DAVID AND ROGER JOHNSON (1999)

• INDIVIDUAL CHARACTERISTICS AND THE DEVELOPMENT OF SOCIAL SKILLS .

•Respect for differences, and conflict resolution mechanisms.

•SCHOOL COMMUNITY Learning can be developed in cooperative groups through rehearsal and elaboration (IPM), disequilibrium (Piaget) or scaffolding (Vygotsky).

• FAMILY/TEACHERS/PEERS Influence norms and values about school achievement.

• CULTURAL BELIEFS affect what is acceptable and non-acceptable

COGNITIVE LEARNING SOCIAL PROCESSES IN

LEARNING COLLABORATION COOPERATIVE

LEARNING